UNIVERSITY  OF  ILLINOIS  LIBRARY 


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Building  house  Building  ^al^  Gymnasium 

GENERAL  VIEW  OF  THE  UNIVERSJTYJDF  WYOMING 


INAUGURATION 


OF 


Frederick  Monroe  Tisdel,  Ph.  D., 

President  of  the  University  of  Wyoming, 


LARAMIE,  WYOMING. 


1905 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/inaugurationoffrOOuniv 


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INAUGURAL  PROGRAM. 

University  or  Wyoming, 

Laramie,  Wyo. 

Wednesday,  January  i8,  1905. 

Music,  “Soldiers’  Chorus” Gounod 

University  Choral  Union. 

Invocation — Rev.  A.  C.  Hogbin. 

Music,  Vocal  Solo Selected 

Mrs.  Trumbull. 

Address  on  Behalf  of  the  Board  of  Trustees, 

Hon.  Otto  Gramm, 

President  of  the  Board  of  Trustees. 

Address  on  Behalf  of  the  College  of  Liberal  Arts, 

Mr.  Jean  V.  Tidball  of  Sheridan. 

Address  on  Behalf  of  the  Normal  School, 

Miss  Margaret  Friend  of  Rawlins. 

Address  on  Behalf  of  the  Schools  of  Agriculture  and  Ap- 
plied Science, 

Mr.  John  Hill  of  Lovell. 

Music,  Piano  Solo,  Rhapsodie  Hongroise  No.  12 Liszt 

Mr.  J.  L.  Hunton  of  Wheatland. 

Of  the  School  of  Music,  1907. 

Address  on  Behalf  of  the  Faculties, 

Proeessor  Aven  Nelson,  Ph.  D. 

Address  on  Behalf  of  Other  Unversities, 

President  Chas.  R.  Van  Hise,  Ph.  D.,  LL.  D., 

President  of  the  University  of  Wisconsin. 

Inaugural  Address, 

President  Frederick  M.  Tisdel,  Ph.  D. 

Music,  Song Selected 

University  Girls’  Glee  Club. 


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The  following  were  present  as  special  guests,  representing 
the  Eighth  Legislature  of  the  State  of  Wyoming: 


Hon.  and  Mrs.  J.  S.  Atherly 
Hon.  and  Mrs.  J.  A.  Black 
Hon.  and  Mrs.  G.  C. 

Hon.  and  Mrs. 

Hon.  and  Mrs. 


L.  Goodman 
L.  B.  Cooper 
George  Jackson 


Hon.  and  Mrs.  Enoch  Vaughn 
Hon.  and  Mrs.  A.  Olson 
Hon.  and  Mrs.  H.  Hansen 
Hon.  and  Mrs.  J.  M.  Hoge 
Hon.  and  Mrs.  William  Dubois 
Hon.  and  Mrs.  J.  M.  Schwoob 
Hon.  and  Mrs.  Oscar  Sodergreen 
Hon.  and  Mrs.  W.  J.  Wood 
Hon.  and  Mrs.  J.  W.  Johnson 
Hon.  and  Mrs.  C.  K.  Bucknam  and  daughter 
Hon.  John  McGill  Hon.  Isbmael  C.  Jefferis 

Hon.  R.  E.  Gildroy  Hon.  Edward  Banks 

Hon.  August  Martello  Hon.  Charles  E.  Hayden 

Hon.  Thomas  Bell  Hon.  T.  R.  Wilson 

Hon.  John  T.  Wedemeyer  Hon.  Samuel  F.  Price 

Hon.  Carl  Sieverts  Hon.  M.  E.  Harvey 

Hon.  Alsey  H.  Allen  Hon.  William  T.  Peryam 

Hon.  Sylvester  Collett  Hon.  George  Osmond 

Hon.  James  W.  Kirkpatrick  Hon.  Francis  S.  King 

Hon.  John  H.  Hinckley  Hon.  Edward  Blacker 

Hon.  John  L.  Baird  Hon.  LeRoy  Grant 


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At  i :30  p.  m.,  January  18,  1905,  the  University  com- 
munity and  invited  guests  assembled  in  the  Auditorium  of 
the  Liberal  Arts  building  for  the  inauguration  exercises  of 
Frederick  Monroe  Tisdel,  Ph.  D.,  as  President  of  the  Uni- 
versity. The  members  of  the  Eighth  Legislature  of  the 
State  of  Wyoming  were  special  guests.  After  the  Trustees 
and  Faculties  had  entered  in  procession  and  taken  their 
places  on  the  platform,  the  University  Choral  Union  ren- 
dered “The  Soldiers’  Chorus,”  by  Gounod.  The  invocation 
was  pronounced  by  Rev.  A.  C.  Hogbin,  pastor  of  the  Pres- 
byterian Church  of  Laramie.  Hon.  Otto  Gramm,  President 
of  the  Board  of  Trustees,  presided. 


ADDRESS  ON  BEHALF  OF  BOARD  OF  TRUSTEES. 

BY  HON.  OTTO  GRAMM. 

Ladies  and  Gentlemen  : — I feel  somewhat  like  a story 
that  I heard  a few  days  ago;  some  of  you  may  possibly 
have  heard  it.  In  the  early  days  of  Leadville  they  wished 
to  assume  some  of  the  refinement  of  civilization,  so  they 
organized  a church  and  procured  an  organist,  who  in  turn 
got  an  organ,  which  was  old  and  very  wheezy  in  tone. 
Knowing  full  well  the  Western  spirit,  he  procured  a pla- 
card, upon  which  he  placed  the  following  inscription : “Do 
not  shoot  the  organist;  he  is  doing  the  best  he  can.”  So 
we  feel  we  will  do  the  best  we  can. 

It  is  a great  pleasure  and  our  great  privilege  to  have  you 
with  us  today,  and  we  greatly  appreciate  your  presence. 
Today  we  shall  inaugurate  a President  for  this  University, 
an  institution  which  is  not  an  Albany  County  matter,  but  it 
belongs  to  the  people  of  this  young  and  growing  common- 
wealth. We  feel  highly  honored  that  it  should  have  been 


5 


placed  in  our  midst,  and  we  have  a great  pride  in  the  in- 
stitution. 

As  the  Governor  in  his  message  aptly  stated,  “There 
should  be  no  North,  South,  East,  or  West,  but  we  should 
work  for  the  common  good  of  the  whole  state/’  Our  fore- 
fathers builded  well  on  the  motto  which  they  had  engraved 
upon  the  old  copper  coin  of  one  cent  value,  which  was, 
“United  we  stand;  divided  we  fall.”  A state  divided  will 
not  succeed. 

The  Presidents  who  have  served  the  University  are  as 
follows : 

John  W.  Hoyt,  1886  to  1891,  five  years. 

John  D.  Conly,  acting  January,  1891,  to  March,  1891, 
three  months. 

Alonzo  A.  Johnson,  1891  to  1896,  five  years. 

Frank  P.  Graves,  1896  to  1898,  two  years. 

Elmer  E.  Smiley,  1898  to  1903,  five  years. 

Charles  W.  Lewis,  September,  1903,  to  1904,  nine  months. 

Frederick  M.  Tisdel,  July,  1904. 

In  selecting  the  last  President,  there  were  numerous  ap- 
plicants. We  were  very  favorably  impressed  with  the 
strong  endorsements  from  President  Eliot  of  Harvard  and 
from  Dr.  Gunsaulus  of  the  Armour  Institute  of  Chicago. 
President  Tisdel  is  eminently  fitted  for  the  position,  being  a 
college-bred  man,  from  Harvard,  Madison,  Wis.,  Oberlin, 
O.,  Northwestern,  Evanston,  111.,  and  the  Armour  Institute  of 
Technology.  He  yet  will  be  compelled  to  “win  his  spurs.” 
We  have  great  faith  in  him,  and  he  is  aided  by  a faculty 
which  will  compare  favorably  with  many  of  the  larger  uni- 
versities. The  scholarship  will  be  raised,  so  that  the  stu- 
dent who  graduates  and  has  received  the  long-coveted 
“sheepskin”  will  realize  that  it  stands  for  something  as  he 
goes  forth  to  assume  his  duties,  and  as  he  grapples  with  the 
great  problems  of  life,  will  consider  that  his  Alma  Mater, 
though  harsh,  has  been  his  great  sponser,  and  he  is  well 
equipped. 


6 


Liberal  Arts  Building 


This  University,  though  young,  is  growing  rapidly,  and 
in  the  next  decade  this  state  will  flourish  like  the  bay-tree. 
We  shall  treble  in  population,  quadruple  in  wealth,  and  blos- 
som as  the  rose  in  the  desert. 


ADDRESS  ON  BEHALF  OF  THE  COLLEGE  OF 
LIBERAL  ARTS. 

BY  V.  J.  TIDBALL. 

President  Tisdel  : — It  is  with  the  sincerest  pleasure  that 
I speak  the  unanimous  sentiment  of  the  College  of  Liberal 
Arts  in  bidding  you  welcome  to  our  University.  We  wish 
you  increased  success  and  happiness  as  the  coming  years 
pass  by.  And  we  hope  that  you,  in  turn,  may  feel  in  our 
department  that  enthusiastic  interest  which  is  merited  and 
demanded  by  the  position  it  occupies  at  the  head  of  all  the 
many  colleges  and  departments  that  constitute  our  Uni- 
versity. 

Without  hesitation  and  with  perfect  candor,  I am  able  to 
recommend  to  all  the  College  of  Liberal  Arts,  including,  as 
it  does,  the  Classical,  Literary,  and  Scientific  courses.  It 
is  the  center  on  which  all  other  departments  depend,  and 
from  which  they  radiate.  As  when  a tranquil  lake  is  dis- 
turbed, the  waves  spread  and  spread  until  they  touch  the 
farthest  shore,  so  the  influence  of  the  College  of  Liberal 
Arts  spreads  to  all  the  departments  of  learning. 

The  importance  of  a liberal  education  is  rapidly  becoming 
recognized  in  this  as  well  as  in  other  schools,  and,  as  a con- 
sequence, it  is  being  so  arranged  that  those  who  belong  to 
other  departments  may  and  often  must  elect  studies  from 
the  College  of  Liberal  Arts. 

Greek,  Latin,  French,  German,  English,  Mathematics, 
History,  Political  Science,  Literature,  Science,  Philosophy, 


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Psychology,  Metaphysics,  all  these  and  many  more  are  the 
pillars  on  which  this  great  department  rests. 

And  let  us  hope  that  when,  in  future  time,  we  shall  view 
our  Alma  Mater  again,  we  shall  still  see  the  College  of 
Liberal  Arts,  great  and  broad,  the  center  of  university  life, 
giving  character  to  the  entire  institution,  and  with  all  the 
departments  of  applied  science  and  research  clustered  about 
her  and  interwoven  into  one  united  institution. 

And  now,  in  closing,  allow  me  to  congratulate  the  stu- 
dents and  the  faculty  of  this  institution  on  their  good  fortune 
in  securing  for  a President  one  who  is  so  deeply  interested 
in  educational  matters,  and  who  has  the  interests  of  the  Uni- 
versity so  much  at  heart;  and  I wish  also  to  congratulate 
you,  President  Tisdel,  on  your  good  fortune  in  being  at  the 
head  of  such  an  institution  of  learning  as  we  have  here, 
which,  though  young,  is  great,  and  of  which  we  well  may 
speak  in  the  language  of  Webster:  “Though  small,  there 
are  those  who  love  it  still.” 


ADDRESS  ON  BEHALF  OF  NORMAL  SCHOOL. 

BY  MARGARET  FRIEND. 

“In  ancient  times  there  stood  in  the  citadel  at  Athens  three 
statues  of  Minerva.  The  first  was  of  olive-wood,  and,  ac- 
cording to  popular  tradition,  had  fallen  from  heaven.  The 
second  was  of  bronze,  commemorating  the  victory  of  Mar- 
athon ; and  the  third  of  gold  and  ivory — a great  miracle  of 
art  in  the  age  of  Pericles.  And  thus  in  the  citadel  of  Time 
stands  Man  himself.  In  childhood,  shaped  of  soft  and  deli- 
cate wood,  just  fallen  from  heaven;  in  manhood,  a statue 
of  bronze,  commemorating  struggle  and  victory ; and  lastly 
in  the  maturity  of  age,  perfectly  shaped,  in  gold  and  ivory — 
a miracle  of  art!” 


8 


Science  Hall 


Mechanical  Building 


Gymnasium 


Our  Normal  School,  in  its  present  state,  is  like  the  statue 
of  bronze,  representing  struggle.  We  are  trusting  that,  in 
no  distant  day,  it  may  take,  on  the  form  of  victory.  It  is 
striving  to  develop  high  ideals  of  the  duty  and  responsibility 
toward  humanity,  to  awaken  a love  for  the  educator’s  work, 
to  inspire  the  truest  ideals  of  manhood  and  womanhood,  to 
impress  the  thinker  with  due  appreciation  of  his  responsi- 
bilities, and,  above  all,  to  be  a progressive  factor  in  the  edu- 
cational affairs  of  the  state  and  nation. 

To  accomplish  these  high  purposes,  we  are  in  need  of 
many  things,  among  which  we  especially  look  forward  to  a 
Normal  Training  School,  where  our  students  may  teach 
under  competent  supervsion  and  learn  by  practice  principles 
which  are  now  little  more  than  theory. 

We  are  assured,  in  these  aims,  of  the  co-operation  of  our 
President,  to  whom  we  extend  our  sincere  welcome.  We 
have  been  associated  with  him  long  enough  to  know  that  he 
has  the  best  interests  of  the  University  at  heart,  that  it  is 
his  desire  to  raise  the  standard  of  scholarship  and  make  this 
institution  a University  in  fact  as  well  as  in  name. 

Realizing  the  great  responsibility  of  his  position,  the 
many  and  varied  interests  which  are  intrusted  to  his  care, 
the  Normal  School  of  more  than  sixty  students  pledges  to 
him  its  loyalty  and  hearty  co-operation. 


ADDRESS  ON  BEHALF  OF  SCHOOLS  OF  AGRI- 
CULTURE AND  APPLIED  SCIENCE. 

BY  JOHN  A.  HILL. 

President  Tisdel  : — In  behalf  of  the  students  of  the  Col- 
lege of  Agriculture  and  Schools  of  Applied  Science,  I bid 
you  welcome  as  President  of  the  University  of  the  state  in 
which  you  received  your  early  education.  We  are  glad  that 
you  come  to  us  from  one  of  the  great  technical  schools  of 


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the  country,  the  Armour  Institute  of  Technology.  Coming 
as  you  do  from  an  institution  of  this  character,  we  feel  that 
you  will  have  a sympathetic  appreciation  of  the  life  and 
ideals  of  students  who  are  devoting  their  energies  to  the 
more  practical  phases  of  science. 

We  are  already  proud  of  our  equipment  in  books  and  ap- 
pliances. The  Department  of  Mechanical  Engineering  has 
a shop  which  contains  the  best  of  modern  machinery.  The 
Department  of  Mining  and  Geology  has  an  assay  room  of 
which  we  are  proud,  and  a library  well  filled  with  scientific 
and  technical  books.  The  Department  of  Agriculture,  with 
its  Experiment  Farm  and  live  stock,  is  able  to  give  us  val- 
uable instruction  and  furnish  us  material  for  research  in 
scientific  farming  and  stock  growing. 

While  we  are  proud  of  our  present,  we  look  for  rapid 
advancement  in  the  future.  We  hope  for  still  better  oppor- 
tunities to  do  high-class  technical  work.  In  the  Minng 
Department  we  hope  for  larger  laboratories  in  which  to 
work  out  for  ourselves  the  problems  that  are  retarding  the 
mineral  development  of  the  state.  We  hope  that  our  classes 
in  Mining  Engineering  will  be  able  to  make  inspection  tours 
to  the  different  mining  districts  of  the  state.  We  hope  for 
large  additions  of  live  stock  to  our  Experiment  Farm,  that 
we  may  have  a better  chance  to  learn  practical  stock  breed- 
ing and  judging,  and  be  able  to  do  experimental  work  along 
these  lines. 

The  increasing  enrollment  in  the  technical  departments 
shows  a growing  appreciation  of  the  people  for  high-grade 
scientific  instruction.  A better  equipment  and  enlarged  ad- 
vantages will  increase  the  enrollment  still  further.  Thus 
the  institution  of  which  you  are  now  the  head  will  send  out 
into  the  state  each  year  a larger  number  of  young  men  en- 
thusiastic in  their  professions  and  well  fitted  to  develop  her 
vast  resources. 

With  this  hope  for  the  future,  we  welcome  you,  Mr.  Pres- 
ident, and  pledge  the  loyalty  of  the  technical  students. 


io 


Professor  Aven  Nelson,  Ph.  D. 


ADDRESS  ON  BEHALF  OF  THE  FACULTIES. 

BY  PROFESSOR  AVEN  NELSON,  PH.  D. 

In  the  life  history  of  individual  plants  and  animals,  we 
note  as  stages  their  childhood,  youth,  maturity,  old  age, 
and  decay.  Human  governments  have  likewise  had  their 
periods  of  youthfulness,  their  maturity,  and  their  senility. 
Mountains  rise  through  untold  ages  but  to  be  leveled  again 
by  the  passing  centuries.  Worlds  are  flung  out  into  space 
and  go  circling  through  their  orbits  as  living  entities  until 
overtaken  by  the  chill  of  old  age,  probably  then  again  to  be 
buried  in  the  bosom  of  the  sun  that  gave  them  being.  We 
have  come  to  think  of  all  things  as  transitory;  that  indi- 
viduals are  born,  live  their  little  span  of  time,  and  pass  away 
into  the  forgetfulness  of  eternity;  that  human  institutions 
rise,  flourish  for  a time,  and  then  yield  their  places  to  wor- 
thier forms. 

But  in  reality,  are  there  not  some  things  that  endure? 
Though  in  the  forms  of  plant  life  that  adorn  the  earth  we  see 
perpetual  change,  yet  the  earth  has  never  failed  to  bring 
forth  her  increase.  Animal  forms  have  come  and  gone,  but 
the  earth  is  still  full  of  life.  Individual  plants  and  animals 
pass  away,  but  their  generations  go  on  forever.  We  know 
not  whether  the  human  race  is  young  or  old ; whether  its 
supreme  development  is  far  or  near,  but  we  do  know  that 
the  race  as  a whole  moves  ever  onward.  One  of  the  chief 
factors  that  enter  into  the  environment  of  the  race  and  de- 
termine the  direction  and  the  rate  of  her  progress,  and  like- 
wise her  final  achievement,  are  her  educational  institutions. 
No  other  organization  of  human  planting  has  struck  its 
roots  so  deep  into  the  soil  of  civilization  as  has  her  schools. 
From  the  infancy  of  the  race,  power  and  progress  have 
been  proportional  to  the  development  and  universality  of 
the  means  for  the  instruction  of  her  children.  Civilization 
and  the  perception  of  human  duty  are  as  closely  conjoined 
as  are  structure  and  function  in  the  animal  organism.  Dur- 


ii 


ing  the  passing  centuries  civilization,  in  response  to  the 
stimuli  supplied  by  our  educational  systems,  has  been  de- 
veloping into  that  complexity  of  structure  which  the  multi- 
plied needs  and  duties  of  the  human  race  demand.  Among 
the  stimuli  that  have  had  their  origin  in  the  schools  is  the 
recognition  of  the  inalienable  right  to  freedom  of  thought, 
and  to  social,  political,  and  religious  liberty  under  law. 
Among  the  exponents  of  this  universal  freedom,  in  its  best 
sense,  the  state  university  of  today  stands  as  the  highest 
expression  so  far  attained.  State  universities  are  in  a pe- 
culiar way  the  schools  of  a free  people.  Their  doors  are 
entered  by  the  rich  and  the  poor  alike.  There  is  no  aristoc- 
racy in  them  except  that  of  morals  and  of  mind.  Oppor- 
tunity smiles  upon  every  student,  and  may  be  grasped  by 
him  who  has  the  power  to  perceive  and  the  will  to  follow  on. 
No  distinctions  are  made  because  of  sex  or  religious  creed. 
There  are  no  requirements  for  entrance  except  that  you 
must  have  availed  yourself  of  the  means  for  adequate  prepa- 
ration. When  you  are  ready  to  profit  by  the  instruction, 
the  doors  swing  wide  open  to  you,  though  you  be  the  hum- 
blest citizen  in  the  state. 

I said  at  the  beginning  that  the  schools  were  pre-eminent 
among  the  things  that  endure.  Centennial  and  multi-cen- 
tennial celebrations  of  colleges  and  universities  are  by  no 
means  rare.  State  universities  are  still  in  their  childhood, 
but,  by  reason  of  their  strength  and  vigor,  as  well  as  that 
plasticity  which  enables  them  to  adjust  themselves  to  their 
environment,  we  may  well  predict  that  they  will  live  so  long 
as  human  liberty  and  the  recognition  of  individual  merit 
shall  endure.  Many  of  the  schools  of  other  types  have 
passed  away,  but  no  state  university  has  ever  closed  its 
doors.  Some  have  languished  or  have  been  checked  in  their 
growth  by  reason  of  pernicious  policies  or  mistaken  econ- 
omy, but,  in  the  main,  their  growth  has  been  healthy,  uni- 
form, and  continuous. 


12 


Our  own  beloved  institution,  though  among  the  youngest 
of  the  sisterhood,  is  by  no  means  the  least.  Its  past  has 
been  vigorous  and  hopeful ; its  future  never  in  doubt.  To- 
day, in  the  midst  of  its  eighteenth  year,  we  pause  for  a mo- 
ment to  recall  the  past,  and  more  especially  to  look  out 
into  the  future. 

During  the  short  period  that  the  University  of  Wyoming 
has  been  in  existence,  five  adminstrations  have  come  and 
gone.  Five  good  men  and  true,  as  chief  executives,  have 
left  the  impress  of  their  personality  upon  the  student  body 
and  have  given  direction  to  the  educational  forces  of  the 
school.  May  I mention  these  in  the  order  of  their  service : 

Hon.  John  W.  Hoyt,  LL.  D.,  at  one  time  territorial  Gov- 
ernor of  Wyoming,  was  chosen  as  the  first  President.  In 
him  the  University  had  an  executive  of  high  scholarship,  re- 
fined culture,  and  lofty  ideals.  As  a lifelong  student  of  edu- 
cational systems  in  this  and  other  lands,  he  came  to  the  po- 
sition to  which  he  had  been  called  with  plans  as  broad  and 
deep  as  education  itself.  But  the  four  years  of  his  service 
were  indeed  four  years  of  struggle.  The  educational  plant 
that  he  administered  consisted  of  one  building,  for  a portion 
of  the  time  only  partly  completed,  a faculty  of  six  members, 
some  sixty  to  eighty  preparatory  students,  and  no  funds  for 
library  or  laboratory  purposes.  It  was  perforce  a time  for 
high  thinking  and  plain  living.  Judged  by  purposes,  as  he 
should  be,  and  not  by  results,  he  set  the  standard  high  and 
far  to  the  front.  He  never  forgot  that  scholarship  and  char- 
acter should  be  the  aim  of  an  American  unversity.  Perhaps 
no  one  has  had  a higher  conception  of  the  American  system 
of  public  instruction  than  President  Hoyt.  To  most  people 
the  system  seems  complete.  The  state  stands  back  of  the 
common  schools,  the  high  school  and  the  state  university. 
For  many  years  it  rested  its  responsibility  when  the  student 
received  his  first,  the  Bachelor’s  degree.  President  Hoyt 
had  a different  conception  of  this  matter.  Years  before  the 


13 


real  university  idea  had  begun  to  take  hold  of  the  public 
thought  he  had  conceived  the  idea  of  a national  university. 
This  institution  was  to  receive  the  graduates  from  the  state 
universities  for  their  final  preparation  for  life  in  the  pro- 
fessions, in  literature,  in  science,  and  in  business  of  what- 
ever nature.  To  his  mind,  our  public  school  system  just 
lacked  this  crowning  institution  to  make  it  complete.  For 
more  than  a third  of  a century  he  has  labored  in  season  and 
out  with  the  Congress  of  the  United  States  to  bring  about 
such  an  establshment.  Although  success  has  several  times 
seemed  about  to  crown  his  efforts,  it  is  yet  no  more  than 
the  dream  of  an  optimist,  which  must  vanish  on  the  morrow. 
The  establishment  by  the  Carnegie  millions  of  the  Carnegie 
Institution,  at  Washington,  seems  to  have  permanently 
blocked  the  way  for  a national  university.  However  that 
may  be,  I count  it  a distinct  honor  for  the  University  of 
Wyoming  to  have  had  for  its  first  President,  during  its  four 
years  of  poverty  and  struggle,  a man  cherishing  such  lofty 
ideals  and  possessing  the  intellectual  power  and  the  sweep 
of  vision  of  the  now  venerable  John  W.  Hoyt. 

I have  entered  into  these  details  of  the  first  administra- 
tion because  the  beginning  of  a great  institution,  like  the 
early  life  of  great  men,  is  always  of  interest. 

The  next  twelve  years  of  the  life  of  the  University  I must 
pass  with  a word.  In  these  years  are  embraced  the  admin- 
istrations of  Drs.  A.  A.  Johnson,  Frank  P.  Graves,  and 
Elmer  E.  Smiley.  The  beginning  of  this  period  witnessed 
the  establishment  in  fact  of  the  schools  that  President  Hoyt 
had  already  indicated  as  departments.  The  Agricultural  Col- 
lege, the  Experiment  Station,  and  all  the  technical  schools, 
which  are  now  so  considerable  a part  of  the  whole,  were 
established  when  the  acquisition  of  the  Morrill  and  the 
Hatch  funds  made  possible  such  expansion.  These  twelve 
years  were  years  of  growth,  as  well  as  years  of  organiza- 
tion. Students  came ; instructors  were  added  and  organ- 
ized into  our  present  faculties ; laboratories  were  estab- 


14 


lished;  libraries  secured;  buildings  erected;  grounds  en- 
larged; all  of  which  activities  have  resulted  in  the  forma- 
tion of  an  educational  establishment  of  which  the  young 
State  of  Wyoming  may  well  be  proud.  To  these  three  ad- 
ministrations we  must  ascribe  the  honor  that  is  due.  Each 
was  characterized  by  good  business  sense ; by  loyalty  to  the 
best  interests  of  the  state  and  its  institutions ; and  by  a high 
appreciation  of  what  was  worth  while  in  scholarship  and 
noble  in  character  and  conduct.  Those  who  have  success- 
fully labored  in  the  establishment  of  such  a school  as  this, 
which  is  profoundly  influencing  for  good  the  future  citizen- 
ship of  a state  can  never  be  forgotten. 

I pause  now  to  mention  the  fifth  administration,  as  glo- 
rious as  it  was  short.  I hesitate  to  bring  into  this  joyous 
occasion  this  note  of  sadness.  Our  hearts  are  tender  when 
the  recollections  of  the  year  that  has  gone  crowd  upon  us. 
But  a few  short  months  have  elapsed  since  we  welcomed  to 
our  midst  Dr.  Charles  W.  Lewis.  We  recall  the  beautiful 
life  that  he  lived  among  us.  But  we  feel  as  if  we  were 
scarcely  out  of  the  shadow  that  fell  upon  us  while  his  life 
hung  in  the  balance,  while  his  weary  body  lay  in  state  in 
these  halls,  and  while  we  later  tenderly  placed  in  the  bosom 
of  mother  earth  his  mortal  remains,  to  await  the  glad  morn- 
ing of  eternal  day.  The  character  of  his  administration  may 
be  inferred  when  we  say,  we  loved  him.  His  voice  of  coun- 
sel has  been  stilled,  but  the  spirit  of  his  life  will  not  be  for- 
gotten so  long  as  memory  endures.  His  gentle  solicitude 
and  forgiveness  for  the  erring ; his  high  appreciation  of  the 
beautiful  in  character,  and  his  forgetfulness  of  self  as  he 
labored,  beyond  his  strength,  for  the  University  and  its 
students,  must  ever  shine  with  brightness  from  the  pages 
of  our  history.  His  life  will  be  reflected  from  the  life  of 
many  a student  who  sits  before  me  today,  and  Wyoming 
must  be  immensely  richer  because  Dr.  Lewis  came  to  live 
upon  our  sun-kissed  plains,  encircled  by  the  majestic  moun- 
tains that  he  loved  so  well. 


15 


But  we  stand  now  upon  the  threshold  of  another  admin- 
istraton.  The  bow  of  promise  is  bright  in  the  educational 
sky,  and  we  turn  to  the  future  with  rejoicing.  Our  hearts 
are  made  glad  because  the  institution  that  we  love  so  well 
has  found  another  worthy  leader.  Dr.  Frederick  M.  Tis- 
del,  it  is  my  pleasure  and  proud  distinction  to  have  the 
privilege  of  thus  publicly  greeting  you,  in  behalf  of  all  the 
faculties,  as  President  of  the  University  of  Wyoming.  A 
united  welcome  is  extended  to  you  by  a harmonious  faculty ; 
by  a body  of  scholarly  men  and  women,  whose  devotion  to 
their  life  work  needs  no  recital  here.  Let  me  assure  you, 
Mr.  President,  that  among  those  who  now  hail  you  as  chief 
there  are  no  factions.  No  jealousies  rankle  in  any  bosom. 
The  conditions  that  prevail  are  those  of  mutual  respect 
and  helpfulness.  Each  rejoices  in  the  successes  of  the 
other.  The  promotion  of  the  welfare  of  the  University  is 
our  chief  concern.  Knowing  the  spirit  and  personality  of 
this  faculty  as  well  as  I do,  I feel,  sir,  like  congratulating 
you.  I believe  I am  right  when  I say  there  is  no  one  for 
whom  you  will  need  to  apologize,  either  because  of  his 
scholarship  or  his  character.  I know  I am  right  when  I 
say  you  need  never  question  the  loyalty  of  any,  either  to  the 
University  or  to  you.  When  we  extend  to  you  today  the 
welcome  of  fellowship  and  of  greeting,  our  hearts  are  in 
our  hands.  Among  those  who  greet  you  are  some  who 
have  watched  with  solicitude,  as  well  as  joy,  every  step  in 
the  progress  of  the  institution,  from  the  day  of  its  birth. 
It  is  too  early  to  say  that  there  are  those  who  have  grown 
gray,  but  I may  say  that  there  are  those  who  are  growing 
gray  in  its  service.  But,  whether  long  in  the  service  or 
just  enlisted,  we  greet  you  today  with  the  same  loyalty,  and 
pledge  to  you,  and  to  your  policy  for  the  development  of 
the  University,  our  heartiest  support. 

I cannot  pass  this  point  without  calling  your  attention  to 
our  alumni.  Young  as  we  are,  we  have  children  of  whom 
we  are  more  than  proud.  They  are  our  jewels.  In  the  fac- 


16 


ulty  that  welcomes  you  today  is  one  who,  in  an  especial 
sense,  is  a child  of  this  institution.  I refer  to  the  daughter 
of  the  author  of  the  bill  creating  the  University.  With  the 
highest  distinction  she  passed  successfully  the  preparatory 
and  college  years  of  the  courses  offered.  After  pursuing 
elsewhere  advanced  studies,  she  returned  to  her  Alma  Mater 
to  become  a member  of  its  faculty.  As  instructor,  as  assist- 
ant professor,  as  professor,  she  has  been  and  is  an  honor 
to  the  alumni  and  to  the  University.  Through  her  the 
alumni  greet  you  today. 

But,  Mr.  President,  we  also  wish  to  congratulate  our- 
selves and  the  University  of  Wyoming.  In  the  short  time 
since  first  we  met  you,  there  has  been  revealed  to  us  a man. 
Kindly  fellowship,  sound  judgment,  ripe  scholarship,  a 
strong  sense  of  responsibility  and  right,  .and  a Christian 
character  are  traits  that  we  have  not  failed  to  read.  We 
believe  that  in  you  we  have  a leader  on  whom  we  can  rely — 
a leader  who  will  stand  for  the  rights  of  each,  but  for  spe- 
cial privileges  to  none. 

The  permanency  spoken  of  at  the  beginning  as  inherent 
in  the  schools  of  the  nation  I attribute  to  the  things  for 
which  they  stand.  These  are  the  eternal  verities — truth, 
justice,  faith,  love.  In  you  we  see  one  who  has  perceived 
that  the  real  j^urpose  of  the  training  of  the  schools  is  the 
attainment  of  that  which  endures.  The  mere  acquisition 
of  knowledge  is  only  an  incident  contributing  to  the  supreme 
ends  of  education.  We  conceive  these  to  be  (i)  the  forma- 
tion of  correct  habits  of  thought  and  action;  (2)  the  devel- 
opment of  power  to  do,  to  appreciate,  to  help  ; (3)  the  fixa- 
tion of  those  purposes  in  life  which  make  for  the  highest 
character  in  man  and  assure  the  perpetuity  and  righteous- 
ness of  the  nation.  The  faith  that  shines  forth  in  your  own 
life  will  be  reflected  in  the  hundreds,  nay  thousands,  that 
shall  feel  the  influence  of  your  guiding  hand. 

In  closing,  I say  again,  we  welcome  you.  May  your  ad- 
ministration have  the  Divine  guidance  that  shall  lead  us  all 


1 7 


into  the  golden  fields  of  service.  May  it  be  yours  to  see 
this  institution  grow  as  it  never  has  grown  before.  May 
the  small  things  which  have  been  placed  in  your  hands  be 
multiplied  as  were  the  loaves  and  fishes  when  Andrew 
brought  them  for  the  Master’s  blessing.  Again,  Presi- 
dent Tisdel,  I greet  you  in  the  name  of  the  faculties  of  the 
University  of  Wyoming. 


ADDRESS  ON  BEHALF  OF  OTHER  UNIVERSITIES 

BY  PRESIDENT  CHARLES  R.  VAN  HISE,  PH.  D.,  LL.  D. 

Of  the  University  of  Wisconsin. 

It  is  indeed  a pleasure  and  an  honor  to  have  the  priv- 
ilege of  speaking  upon  behalf  of  the  universities  of  the 
country  upon  this  auspicious  occasion.  It  is  especially  fit- 
ting that  other  universities  should  have  the  opportunity  to 
address  the  University  of  Wyoming  upon  the  assumption 
of  the  presidency  by  Dr.  Tisdel.  The  undergraduate  course 
of  President  Tisdel  was  at  Northwestern  University,  where 
he  received  the  degree  of  Bachelor  of  Arts.  A little  more 
than  a decade  since,  the  University  of  Wisconsin,  after  a 
year  of  work  at  that  institution,  conferred  upon  him  the 
degree  of  Master  of  Arts.  Finally,  several  years  ago,  Har- 
vard, the  oldest  of  American  universities,  conferred  upon 
him  its  highest  degree  in  course,  Doctor  of  Philosophy. 
These  three  universities  of  different  classes — one  associated 
with  a religious  denomination,  another  a state  university, 
and  the  third  the  greatest  of  the  non-sectarian  institutions — 
look  forward  with  confidence  to  a long  and  successful  career 
for  President  Tisdel  at  the  University  of  Wyoming,  for 
they  know  he  has  the  broad  training  and  the  large  views 
necessary  in  an  executive  of  a state  university  which  is  to 
develop  to  the  greatest  advantage  of  the  state. 

But  Wisconsin  has  a peculiar  interest  and  gratification 
on  this  occasion,  because  she,  in  common  with  Wyoming,  is 


18 


a state  university  and  believes  in  the  state  university  ideal — 
that  is,  education  of  the  highest  type,  supported  by  the  peo- 
ple of  the  state,  open  to  the  youth  of  both  sexes  and  in  all 
walks  of  life.  Wyoming  is  one  of  the  states  which  thus 
far  has  concentrated  all  of  its  higher  educational  work  in 
one  instituton.  This,  also,  has  been  the  good  fortune  of 
Wisconsin  and  a number  of  other  state  universities,  among 
which  are  California,  Illinois,  Minnesota,  and  Nebraska. 
It  is  to  be  remembered  that  these  are  among  the  most 
notable  state  universities  in  the  country.  The  oldest  of 
them,  Wisconsin,  has  just  celebrated  its  jubilee.  We  may 
well  ask  the  question : What  is  the  reason  for  the  rapid 
rise  of  this  group  of  state  universities,  while  many  other 
older  state  universities,  some  of  which  are  in  great  and 
wealthy  states,  are  as  yet  in  a less  advanced  stage  of  de- 
velopment? The  answer  is  plain.  These  universities  have 
attained  their  great  positions  because  they  have  had  the 
advantages  of  the  concentrated  support  of  their  respective 
states. 

But  in  this  connection  the  question  also  arises : Are  the 
states  in  which  these  universities  are  located  as  fortunate 
as  the  universities  themselves?  Is  the  advantage  of  con- 
centration mutual?  Upon  this  point  there  is  no  doubt  in 
the  minds  of  the  taxpayers  and  citizens  of  any  of  the  states 
which  have  adopted  the  policy  of  massing  the  funds  which 
are  to  be  devoted  to  higher  education.  The  economies  in  ed- 
ucation by  concentration  are  as  great,  indeed  if  they  are  not 
greater,  than  they  are  by  concentration  of  capital  in  large 
industrial  enterprises.  Such  concentration  of  capital  has 
beeh  the  striking  economic  lesson  of  the  last  half  of  the 
Nineteenth  Century.  The  application  of  this  great  principle 
to  education  has  unfortunately  been  neglected  by  many  of 
the  newer  states  of  the  West.  The  desires  for  recognition 
on  the  part  of  various  local  interests,  combined  with  an 
unfortunate  lack  of  appreciation  by  the  states  of  the  great 
problem  of  higher  education,  have  sacrificed  for  many  years, 


19 


if  not  permanently,  the  educational  interests  of  many  of 
the  states.  Thus  far  Wyoming  has  avoided  this  fatal  mis- 
take. And  at  the  present  time  the  argument  in  favor  of 
massing  the  higher  education  of  a state  is  so  overwhelming 
that  it  is  hardly  possible  to  believe  that  any  state,  once  hav- 
ing begun  this  wise  policy,  can  sacrifice  the  interests  of  the 
entire  state  to  those  of  some  community. 

In  the  state  universities  mentioned,  where  concentration 
of  all  the  university  efforts  of  their  respective  states  is 
found,  the  advantages  of  the  plan  are  so  obvious  that  no 
one  connected  with  such  institutions  thinks  of  division.  In 
the  Colleges  of  Liberal  Arts  is  carried  all  of  the  funda- 
mental work  for  the  Colleges  of  Applied  Science.  Thus 
the  work  in  mathematcs,  language,  and  literature,  necessary 
for  all  students  of  engineering,  agriculture,  medicine,  and 
law,  is  done  in  this  college.  Also  the  work  in  the  pure 
sciences  of  chemistry,  physics,  and  other  subjects,  basal  to 
the  study  of  agriculture,  engineering,  and  medicine,  is  pro- 
vided for  in  this  same  college. 

This  may  be  more  fully  illustrated  by  the  Colleges  of 
Agriculture  which  are  associated  with  universities.  For 
instance,  at  the  University  of  Wisconsin  the  students  of 
the  College  of  Agriculture,  including  those  in  both  the  long 
and  short  courses,  obtain  all  of  their  training  in  language, 
literature,  history,  political  economy,  mathematics,  physics, 
chemistry,  and  botany,  basal  to  their  technical  agricultural 
work,  in  the  College  of  Letters  and  Science.  In  the  build- 
ings of  the  College  of  Engineering  they  take  their  shop  and 
forge  work  and  other  general  engineering  studies.  The 
consequence  is  that  the  College  of  Agriculture  is  able  to 
concentrate  its  entire  funds  upon  the  subjects  strictly  apper- 
taining to  horticulture,  dairying,  the  physics  of  the  soil,  ani- 
mal husbandry,  etc.,  etc.  The  inestimable  advantages  in 
economy  to  the  agricultural  department  is  manifest.  If  the 
college  were  by  itself,  it  would  necessarily  support,  in  addi- 


20 


tion  to  the  special  technical  courses  in  agriculture,  all  of 
those  subjects  which  are  fundamental  to  this  applied  science. 

In  a similar  way  the  College  of  Engineering  gains  by 
being  a part  of  the  general  university.  This  college  is  able 
to  devote  its  funds  to  engineering  subjects  with  no  heavy 
draft  upon  the  funds  for  the  work  in  language,  mathematics, 
and  the  pure  sciences.  The  students  in  the  College  of  Let- 
ters and  Science  also  gain  by  the  association  with  the 
technical  college.  They  may  broaden  their  education  by 
taking  advantage  of  the  studies  in  the  Colleges  of  Agri- 
culture and  Engineering.  Thus  the  advantages  of  the  as- 
sociation of  the  three  colleges  are  mutual.  Each  is  stronger 
with  the  other  two  than  if  it  were  alone. 

In  marked  contrast  with  this  situation  is  that  in  those 
Colleges  of  Agriculture  and  Engineering  which  are  sep- 
arated from  the  university.  Such  colleges  are  obliged  to 
spend  a large  portion  of  their  funds  for  teaching  mathe- 
matics, language,  and  the  pure  sciences.  Recently,  when 
I visited  a Western  university  in  a state  which  has  adopted 
the  plan  of  division  of  its  funds,  the  professor  in  charge 
of  the  physical  laboratory,  a former  student  at  Wisconsin, 
said  to  me : “Our  laboratory  in  its  character  and  equipment 
does  not  much  resemble  the  physical  laboratory  of  the  Uni- 
versity of  Wisconsin.”  My  reply  was : “In  your  state  you 
maintain  three  physical  departments  of  collegiate  grade, 
whereas  in  Wisconsin  we  sustain  only  one,  and  naturally  our 
department  is  better  housed,  better  equipped,  and  better 
manned.  Such  a strong  department  can  do  the  work  in 
physics  demanded  by  the  youth  of  the  state  incomparably 
better  than  can  three  departments  scattered  in  different 
parts  of  the  state,  each  small,  each  imperfectly  equipped, 
each  feebly  manned.  In  a weak  department  one,  or  at  most 
two  men,  must  cover  the  entire  range  of  a great  field  of 
knowledge,  whereas  if  there  were  but  one  strong  depart- 
ment there  may  be  several  men  in  it,  each  being  a specialist 
in  some  one  part  of  the  subject,  and,  therefore,  a master. 


21 


What  is  true  of  physics  is  true  of  many  other  departments 
of  knowledge.” 

It  is  impossible  to  have  a separate  College  of  Agriculture 
or  Engineering  of  standing  and  repute  which  does  not  offer 
thorough-going  training  in  language,  literature,  mathemat- 
ics, and  science,  and  thus  it  is  that  every  independent  tech- 
nical college  must  repeat  a large  part  of  the  work  of  the 
university.  In  a similar  way  the  university  as  it  grows,  hav- 
ing as  its  foundation  work  in  pure  science  and  the  human- 
ities, is  sure  to  develop  the  application  of  science  to  the 
problems  of  life. 

From  the  above  it  follows  that  every  state  which  starts 
out  by  dividing  its  higher  educational  interests  sooner  or 
later  has  before  it  the  problem  of  sustaining  not  one  uni- 
versity, but  two  or  three  universities.  This  is  illustrated 
by  the  State  of  Iowa,  in  which  the  State  University  of  Iowa 
and  the  Iowa  State  College  have  practically  equivalent  in- 
comes, and  each  have  laboratories  and  courses  in  language, 
literature,  history,  the  pure  sciences,  and  engineering.  The 
same  situation  obtains  in  Indiana,  where  Purdue  University, 
the  state  technical  institution,  and  the  University  of  the 
State  largely  overlap. 

And  what  is  true  of  Iowa  and  Indiana  is  true  in  part  in 
every  state  where  the  principle  of  division  obtains.  In  a 
given  state  the  amount  of  overlapping  and  duplication  de- 
pends upon  the  number  of  institutions  within  it  and  the 
stage  of  their  development.  But  wherever  in  a common- 
wealth there  are  two  higher  state  institutions  of  learning 
the  work  of  these  two  institutions  overlap,  and  wherever 
there  are  three  institutions  the  work  of  each  of  these  in- 
stitutions overlaps  some  part  of  the  work  of  the  other  two. 
This  duplication  or  triplication  results  in  the  useless  ex- 
penditure of  great  sums  of  money  and  makes  the  bill  of  a 
state  for  higher  education  unnecessarily  large.  Also,  and 
this  is  the  worst  feature,  the  work  in  each  department  thus 


22 


duplicated  is  less  effective  than  it  would  be  were  a smaller 
amount  of  money  massed  at  a single  point. 

The  State  University  of  Wyoming,  having  concentrated 
the  entire  funds  of  its  state  devoted  to  higher  education, 
has  the  opportunity  to  rise  conspicuously  among  the  uni- 
versities of  the  surrounding  states  which  have  not  adopted 
this  policy,  as  have  risen  the  State  Universities  of  Cali- 
fornia, Illinois,  Minnesota,  and  Wisconsin.  The  policy  of 
concentration  adopted  by  Wyoming,  if  continued,  is  sure 
to  make  its  University  great,  and  at  the  same  time  will  give 
better  opportunities  to  the  students  of  both  pure  and  ap- 
plied knowledge  than  would  be  obtainable  in  two  or  more  in- 
stitutions. 

Notwithstanding  the  undeniable  truth  of  the  above,  I 
hear  with  surprise  and  regret  that  there  is  talk  of  division 
of  the  Wyoming  State  University.  If,  contrary  to  the  clear 
teachings  of  the  past,  this  calamitous  course  be  adopted  by 
the  state,  it  is  certain  that  the  University,  as  well  as  the 
colleges  which  are  separated  from  it,  are  condemned  to 
perpetual  obscurity.  With  this  obscurity  will  go  inferior 
education  to  your  sons  and  daughters.  And  yet  a much 
larger  cost  will  be  paid  by  the  state  for  higher  education 
than  would  be  necessary  if  the  funds  were  concentrated. 

But  I look  forward  with  confidence  to  the  future,  for  I 
cannot  believe  that  any  state  which  once  seriously  consid- 
ers broadly  the  problem  of  university  education  can  consent 
to  sacrifice  the  financial  interests  of  the  state,  sacrifice  the 
education  of  the  youth  of  the  state,  sacrifice  the  future  of 
its  University  to  the  local  and  selfish  demands  of  any  com- 
munity. 

Upon  behalf  of  the  universities  of  the  nation,  I congrat- 
ulate Wyoming  upon  calling  to  the  head  of  the  University 
a man  of  such  wide  training  and  experience  as  is  President 
Tisdel — one  who  at  this  critical  moment  has  the  breadth 
of  view  and  the  wisdom  to  safely  guide  the  educational  de- 
velopment of  the  state. 


23 


INAUGURAL  ADDRESS. 

BY  PRESIDENT  FREDERICK  MONROE  TlSDEL,  PH.  D. 

In  this  modern  time,  even  more  than  in  past  ages,  the 
university  is  a great  force  in  both  the  material  and  the 
spiritual  development  of  a people.  As  a force  of  civilization 
it  stands  between  the  church  on  the  one  hand  and  the 
farm,  the  workshop,  and  the  mine  upon  the  other.  The 
church  is  primarily  concerned  with  the  spiritual  develop- 
ment of  the  people.  The  world  of  industry  and  commerce 
has  to  do  almost  exclusively  with  our  material  prosperity. 
The  university  partakes  somewhat  of  the  functions  of  both. 
It  propagates  no  religious  dogmas ; it  stands  for  no  par- 
ticular religious  creed ; it  represents  no  religious  estab- 
lishment. Yet  its  highest  concern  is  the  development  of 
character  and  the  enrichment  of  the  human  spirit.  At  the 
same  time  it  is  frankly  utilitarian.  It  concerns  itself  with 
the  direct  application  of  science  to  industry.  It  sends  its 
influence  out  upon  the  farm  for  the  purpose  of  producing 
larger  and  richer  crops  and  more  valuable  herds.  It  enters 
the  workshop  and  the  mine  for  the  purpose  of  making 
workmen  more  skillful  and  developing  our  natural  re- 
sources more  extensively  and  more  economically.  Even 
more — it  goes  in  search  of  new  resources  and  seeks  new 
processes  of  manufacture,  concerning  itself  with  whatever 
may  add  to  the  comfort  and  happiness  of  men. 

Fifty  years  ago  this  was  not  true.  The  higher  education 
was  the  luxury  of  the  few;  not  the  necessity  of  the  many. 
The  college  curriculum  consisted  almost  exclusively  of 
Greek,  Latin,  Mathematics,  and  Mental  Philosophy.  The 
aim  was  merely  to  develop  the  thinking  powers  and  enrich 
the  individual  life  with  the  treasures  of  literature  and  art. 
It  produced  great  leaders  of  men  in  the  church  and  in  the 
state,  but  its  aim  was  not  distinctly  utilitarian.  It  did  not 
seek  a direct  and  practical  influence  on  commerce  and  in- 


24 


I i — 


President  Frederick  Monroe  Tisdel,  Ph.  D, 


dustry.  During  the  Nineteenth  Century,  however,  along 
with  the  growth  of  the  scientific  spirit,  science  gradually 
won  its  way  into  the  curriculum  of  the  college  ; at  first  as 
pure  science  without  any  practical  aim ; but  later  in  America, 
and  especially  in  the  state  universities,  there  grew  up  a de- 
mand for  the  practical  application  of  science  along  the 
lines  of  agriculture,  engineering,  and  medicine.  In  1862 
the  Congress  of  the  United  States  passed  a bill  for  the 
endowment  by  land  grants  of  Colleges  of  Agriculture  and 
the  Mechanical  Arts,  and  later,  in  1890,  granted  to  each 
state  an  annual  appropriation  of  $25,000  for  instruction 
along  these  lines.  Thus  the  old  English  university  system 
upon  which  our  institutions  of  higher  learning  were  mod- 
eled has  been  modified  in  America  by  the  addition  of  pure 
and  applied  science,  and  by  this  means  immeasurably 
broadened  and  made  more  democratic. 

Furthermore,  within  the  last  few  years  a new  influence 
has  entered  the  universities.  To  the  function  of  instruc- 
tion has  been  added  the  function  of  original  research.  The 
idea  came  to  America  from  Germany,  where  for  years  past 
the  state  had  paid  certain  professors  in  the  universities  not 
so  much  for  teaching  as  for  investigating  new  truth.  The 
researches,  especially  in  Chemistry  and  Physics,  have 
brought  to  light  new  methods  of  manufacture  and  new  in- 
dustrial processes,  until  the  trade-mark,  “Made  in  Ger- 
many/’ is  recognized  everywhere  as  a mark  of  excellence, 
and  until  German  industry  and  German  commerce  lead  the 
world,  having  in  the  last  few  years  surpassed  even  the 
boasted  commerce  of  England.  About  thirty  years  ago  the 
Johns  Hopkins  University  was  established  in  Baltimore, 
modeled  on  the  German  school  and  devoted  primarily  to 
research  and  the  training  of  original  investigators.  Har- 
vard and  other  universities  of  the  East  were  quick  to  feel 
the  influence  and  establish  laboratories  and  seminaries  of 
research.  Out  of  Johns  Hopkins  and  Harvard  have  come 
a crowd  of  trained  investigators,  and,  joining  themselves 


25 


to  the  company  of  young  Americans  who  have  been  abroad 
for  university  study,  have  spread  themselves  over  the  West- 
ern states  and  brought  with  them  the  spirit  of  research. 
State  universities  like  Wisconsin,  Iowa,  and  California  have 
taken  up  the  work  with  enthusiasm  and  profit. 

President  Van  Hise,  in  his  recent  inaugural  address  as 
President  of  the  University  of  Wisconsin,  said : “It  is 
easy  to  show  that  the  discoveries  at  the  University  of  Wis- 
consin bring  vastly  more  wealth  to  the  state  each  year  than 
the  entire  expenditure  of  the  institution.”  The  Congress 
of  the  United  States  has  felt  the  importance  of  this  work 
and  appropriated  to  each  state  $15,000  annually  for  the 
maintenance  of  experiment  stations  for  original  research 
in  agriculture;  and  Mr.  Carnegie  has  recently  endowed 
what  is  known  as  the  Carnegie  Institute,  devoted  exclu- 
sively to  the  advancement  of  original  research. 

The  investigations  of  the  scholars  have  often  been  a 
source  of  ridicule  for  their  seeming  uselessness,  but  their 
investigations  have  in  the  end  proved  of  estimable  value. 
If  one  would  learn  the  advantage  of  research  to  the  world 
of  industry,  he  needs  but  to  visit  the  great  packing  houses 
of  Swift  and  Armour,  and  notice  how  the  researches  in 
chemistry  have  made  it  possible  to  utilize  every  atom  of 
substance  to  the  very  hairs  and  hoofs  of  the  animal  which 
enters  the  slaughter  room. 

A few  years  ago,  if  one  had  wished  to  raise  a laugh  at 
the  expense  of  the  scientist,  what  could  have  afforded  a 
better  opportunity  than  the  great  Pasteur  and  Koch  spend- 
ing days  in  their  laboratories  patiently  watching  the  trans- 
formations of  yeast  and  microbes?  Who  could  then  have 
guessed  the  importance  to  the  world  of  the  study  of  bac- 
teria? Cholera  and  yellow  fever  have  lost  their  terrors 
and  are  plagues  no  longer.  Smallpox  is  under  control. 
The  first  signs  of  diphtheria  in  the  throat  of  the  child  no 
longer  chill  the  heart  of  the  parent  with  utter  despair. 
Even  tuberculosis  has  ceased  to  be  a hopelessly  fatal  dis- 


26 


ease.  Antiseptic  surgery  has  made  possible  operations  un- 
dreamed of  heretofore,  making  lifelong  invalids  robust 
and  strong. 

The  university  of  today  is  thus  a complex  and  compre- 
hensive institution.  To  its  originally  simple  course  of 
study  have  been  added  courses  in  pure  and  applied  science, 
and  to  its  original  function  of  instruction  has  been  added 
the  function  of  original  research.  These,  however,  have 
only  been  added  to  the  original  course  of  study;  they  have 
not  taken  the  place  of  it.  The  old  liberal  studies,  the  so- 
called  humanities,  still  maintain  their  high  place.  They 
have  been  modified  to  meet  modern  needs.  The  languages 
are  now  taught  to  serve  a practical  as  well  as  a cultural 
purpose,  and  to  language  and  mathematics  have  been  added 
courses  in  political  science  and  history  and  commerce.  The 
nature  of  man  and  of  human  life  as  expressed  in  the  insti- 
tutions of  civilization  are  studied  with  the  same  scientific 
care  as  the  material  world.  The  College  of  Liberal  Arts, 
however,  has  not  lost  its  old  ideals ; it  still  stands  primarily 
for  the  development  of  character,  the  enrichment  of  the 
human  spirit,  the  development  of  broad  and  high-minded 
citizenship.  It  remains  one  of  the  best  things  the  univer- 
sity has  to  offer  to  the  fortunate  who  have  the  time  and  the 
money  to  spend  upon  it.  To  make  the  well  rounded  man, 
both  the  liberal  arts  course  and  the  technical  or  professional 
course  are  desirable.  Fortunate  the  young  man  or  young 
woman  who  can  go  to  school  until  he  is  twenty-five,  and 
thus  reap  the  profit  of  a broad  as  well  as  a specialized  edu- 
cation. 

A university,  then,  is  an  institution  for  liberal  and  cul- 
tural studies,  for  the  study  of  applied  science,  and  for 
original  investigation.  To  what  extent  is  the  University 
of  Wyoming  such  an  institution,  and  is  the  State  of  Wyo- 
ming able  to  provide  for  its  growth  along  the  lines  which 
other  like  institutions  have  laid  down?  What  is  the  basis 
of  our  pride  in  her  present  and  of  our  hope  for  her  future? 


27 


The  University  was  fortunate  in  the  beginning,  for  it  was 
organized  as  a College  of  Liberal  Arts,  an  institution  of 
culture  and  refinement.  This  is  the  fit  basis  upon  which 
to  build  a great  institution  of  learning.  This  foundation 
Ijas  stood  firm  and  still  gives,  and  should  continue  to  give, 
strength  and  tone  to  the  entire  institution.  The  Univer- 
sity, however,  has  from  the  beginning  felt  the  influence 
and  taken  advantage  of  the  new  educational  forces.  First, 
the  curriculum  was  enlarged  to  include  the  pure  sciences, 
and  the  courses  in  Chemistry,  Physics,  Botany,  and  Zoology 
are  now  among  the  strongest  in  the  University.  The  fed- 
eral appropriation  of  $25,000  annually  for  instruction  in 
Agricultural  and  Mechanical  Arts  made  possible  a devel- 
opment along  the  lines  of  applied  science,  and  courses  in 
Agriculture  and  in  Mechanical  Engineering  were  empha- 
sized. Later  a Normal  School  was  developed  and  a School 
of  Mines  established;  still  later  a Department  of  Com- 
merce, a School  of  Music,  anid,  finally,  a course  in  Irriga- 
tion Engineering. 

But  the  University  has  also  undertaken  original  investi- 
gation in  a limited  degree.  The  Department  of  Botany  has 
built  up  the  best  Rocky  Mountain  Herbarium  in  existence, 
consisting  of  48,000  specimens.  The  Department  of  Paleon- 
tology has  discovered  many  valuable  fossil  remains,  es- 
pecially of  the  Jurassic  period.  The  Department  of  Geol- 
ogy has  done  much  to  make  known  the  mineral  resources 
of  the  state.  And  the  Department  of  Agriculture,  aided 
by  the  federal  appropriation  of  $15,000  annually  for  ex- 
perimental purposes,  has  conducted  valuable  experiments 
in  agriculture  and  in  stock-feeding  and  breeding.  This 
year  the  department  has  added  to  its  force  a Station  Chem- 
ist, whose  entire  time  is  devoted  to  research  work,  es- 
pecially research  into  the  nutritive  quality  of  our  forage 
plants. 

The  State  of  Wyoming  is  able  to  congratulate  itself  on 
having  a real  modern  University;  an  institution  for  liberal 


28 


and  cultural  studies,  for  the  study  of  pure  and  applied 
science,  and,  in  a limited  degree,  for  original  research. 
Other  institutions,  however,  are  advancing,  and  advancing 
rapidly.  State  universities  especially,  with  the  help  of  the 
liberal  appropriations  of  State  Legislatures,  are  increasing 
their  equipment,  and  enlarging  and  strengthening  their 
courses  of  study.  We  must  face  in  Wyoming  the  prob- 
lems of  university  progress. 

The  College  of  Liberal  Arts  is  confronted  with  prob- 
lems growing  out  of  the  general  movement  among  the 
universities  toward  a free  elective  system.  It  became  clear 
a number  of  years  ago  that  the  old  college  course,  with  its 
narrow  system  of  prescribed  studies,  was  not  the  most  de- 
sirable, because  what  is  adapted  to  the  development  of  one 
mind  is  not  necessarily  adapted  to  the  development  of  all. 
The  old  system  gave  no  opportunity  for  the  play  of  in- 
dividuality in  the  student.  To  remedy  this,  the  elective 
system  was  introduced  at  Harvard  and  other  schools. 
Under  this  system,  with  the  exception  of  the  study  of 
English,  the  student  is  allowed  to  take  any  studies  which 
he  is  able  to  pursue  with  profit,  only  he  must  pursue  a cer- 
tain amount  of  work  with  a certain  degree  of  excellence 
before  he  can  receive  a degree.  The  system  has  been  in 
vogue  long  enough  to  show  that  it  gives  ample  room  for 
the  display  of  the  individuality  and  taste  of  the  student; 
but  it  has  also  brought  in  the  dangers  of  a one-sided  or 
superficial  education.  Unsystematic  nibbling  in  the  vari- 
ous fields  of  knowledge  does  not  develop  mental  power. 
The  exclusive  attention  to  a single  department  of  knowl- 
edge, especially  in  the  earlier  years  of  the  college  course, 
narrows  and  distorts  the  mental  vision.  It  has  been  found 
necessary  to  modify  the  free  elective  system.  The  best 
solution  seems  to  be  a combination  of  the  elective  and  the 
group  systems.  A few  studies  should  be  requred  of  all 
students : one  or  two  years  of  English,  a year  of  foreign 
language,  a year  of  laboratory  science,  and  possibly  a year 


29 


of  mathematics.  At  the  beginning  of  the  Sophomore  or 
Junior  year  the  student  should  choose  some  one  subject  in 
which  to  specialize,  and  this  he  should  pursue  systemat- 
ically and  exhaustively  for  at  least  two  years.  Under  the 
advice  of  the  professor  in  his  chosen  subject,  he  should  fill 
out  his  program  each  year  with  allied  studies  and  studies 
for  general  culture.  Such  a method  gives  opportunity  for 
the  development  of  the  peculiar  abilities  of  individual  stu- 
dents, yet  avoids  the  danger  of  a narrow  or  superficial  edu- 
cation. It  gives  breadth  of  culture  and  at  the  same  time 
insists  upon  a certain  amount  of  intensive  and  careful 
scholarship.  To  keep  abreast  of  this  progressive  move- 
ment some  changes  may  be  desirable  in  the  course  of  study 
at  the  University  of  Wyoming. 

Another  progressive  movement  is  the  tendency  of  Col- 
leges of  Liberal  Arts  to  offer  more  extended  courses  in 
political  science  and  sociology.  The  problems  of  public 
finance,  the  relations  of  labor  and  capital,  the  intricacies  of 
our  highly  complex  industral  life,  commercial,  constitu- 
tional, and  international  law — all  are  taking  an  important 
place  in  the  curriculum  of  the  state  universities ; and 
rightly  so,  for  the  state  is  vitally  concerned  in  the  devel- 
opment of  intelligent,  practical  citizenship.  For  a number 
of  years  the  head  of  this  department  at  the  University  of 
Wyoming  has  been  the  President  of  the  institution,  and 
the  pressure  of  the  administrative  duties  of  his  office  has 
made  it  impossible  for  him  to  develop  the  Department  of 
Political  Economy  in  a way  to  keep  pace  with  other  schools. 

The  problem  of  a summer  term  is  also  pressing,  and  this 
is  especially  true  in  the  Normal  School.  Many  teachers 
throughout  the  state  who  have  not  received  collegiate  or 
normal  training,  and  who  are  not  able  to  attend  the  regular 
sessions  of  the  University,  are  eager  to  receive  the  advan- 
tage of  university  training.  Some  who  have  already  re- 
ceived their  degree  are  applying  to  the  University  to  devise 
means  by  which  they  can  continue  their  work  for  the  Mas- 


30 


ter’s  degree.  A few  of  our  teachers  succeed  in  getting  away 
into  other  states  for  summer  study.  But  only  a compara- 
tively small  number  are  able  to  take  advantage  of  distant 
schools,  and  even  for  these  the  expense  of  tuition  and  rail- 
way transportation  is  excessive,  and  the  heat  of  summer  in 
the  lower  altitudes  makes  systematic  and  concentrated  men- 
tal work  exceedingly  difficult. 

A summer  term  at  the  University  would  do  away  with 
many  of  these  difficulties.  It  would  place  the  advantages 
of  collegiate  and  normal  training  within  the  reach  of  a very 
large  number  of  our  teachers,  for  the  expense  of  tuition 
would  be  practically  eliminated  and  the  expense  of  railroad 
fare  very  much  reduced  for  most.  Moreover,  the  heat  of 
summer  in  Laramie  is  never  oppressive.  No  other  school 
in  America  has  a location  better  adapted  to  concentrated 
mental  work  during  the  summer  months. 

Furthermore,  it  would  be  a great  advantage  to  others 
who  are  not  teachers.  Our  young  men  and  women  are 
eager  to  get  at  their  life  work  early.  They  do  not  feel  that 
they  can  spend  the  time  necessary  to  get  the  best  education. 
They,  therefore,  content  themselves  with  short  and  inade- 
quate courses.  Summer  work  at  the  University,  however, 
would  make  it  possible  for  our  boys  and  girls  to  finish  their 
study  in  shorter  time  and  so  get  at  their  life  work  either 
earlier  or  better  prepared. 

In  the  Departments  of  Applied  Science  we  are  face  to 
face  with  the  problem  of  inadequate  preparation  for  high 
grade  technical  work.  At  the  University  of  Wyoming  and 
other  schools  in  the  West  students  have  been  admitted  to 
the  courses  in  Agriculture  and  Engineering  two  years  be- 
fore they  could  be  admitted  to  the  College  of  Liberal  Arts, 
and  consequently  receive  their  degree  two  years  sooner. 
Young  men  have  thus  been  allowed  to  undertake  highly 
specialized  technical  studies  without  sufficient  training  or 
maturity  of  mind  to  make  these  technical  studies  most  val- 
uable. Our  technical  teachers  are  generally  agreed  that  it 


3i 


is  intellectually  impossible  for  a boy  to  become  a capable 
professional  engineer  in  five  years  after  he  has  completed 
the  eighth  grade  of  our  public  schools.  Moreover,  all  bach- 
elors’ degrees  granted  by  any  university  should  be  as  nearly 
equivalent  as  possible.  The  degree  in  applied  science  should 
not  be  cheaper  than  the  degree  in  pure  science  or  in  arts. 
To  be  sure,  all  the  studies  in  the  University  should  be  open 
and  are  open  to  anyone  who  has  the  training  or  maturity 
of  mind  to  pursue  them;  and  persons  of  mature  years, 
whose  early  education  has  been  neglected,  should  be  al- 
lowed to  enter  the  University  and  take  whatever  studies 
they  desire  and  are  able  to  pursue,  without  a rigid  insist- 
ance  on  all  the  requirements  for  admission ; but  however 
long  these  special  students  remain  at  the  University,  they 
should  not  expect  a degree  unless  they  can  meet  the  full 
requirements  of  well-rounded  scholarship.  The  require- 
ments for  graduation  need  not  be  cheapened  to  meet  these 
special  cases.  A good  school  is  quite  as  much  to  be  desired 
as  a large  school.  Every  sane  man  in  the  State  of  Wyo- 
ming, who  is  able  to  send  his  children  to  college,  would 
rather  send  them  to  a good  school  than  to  a school  which 
is  merely- big.  We  should  be  eager  to  have  more  of  our 
young  men  and  women  go  to  the  University ; but  we  should 
be  quite  as  eager  to  have  the  University  the  best  place  for 
them  to  go.  The  real  value  of  a school  does  not  necessarily 
depend  upon  a large  enrollment.  It  is  a trite  saying  that 
greatness  in  battle  depends  not  so  much  upon  the  calabre 
of  the  guns  as  upon  the  calabre  of  the  men  behind  the  guns. 
Just  so  the  value  of  an  institution  of  learning  depends  not 
so  much  upon  the  number  of  its  students  as  upon  their 
scholarship  and  character.  The  requirements  for  a degree 
in  all  departments  should  be  as  high  at  the  University  of 
Wyoming  as  elsewhere.  The  University  has  recently  de- 
cided to  add  one  more  year  to  the  preparatory  work  for  the 
courses  in  Engineering  and  in  Agriculture.  Before  many 
years  it  may  be  practicable  to  require  a complete  high  school 


32 


education  for  entrance  to  all  departments  which  confer  the 
bachelor’s  degree,  thus  putting  the  Departments  of  Applied 
Science  on  an  equality  with  the  College  of  Liberal  Arts. 

The  demands  for  advancement  in  lines  of  original  re- 
search are  also  pressing.  In  the  Department  of  Agricul- 
ture much  has  been  done  that  is  gratifying  and  useful,  but 
it  is  highly  desirable  to  do  more.  Experiments  in  stock 
feeding  and  stock  breeding  should  be  carried  on  more  ex- 
tensively, but  for  this  purpose  we  need  a larger  amount  of 
stock.  • The  work  can  be  carried  on  in  the  old  penitentiary 
buildings  if  they  remain  at  the  disposal  of  the  University 
and  if  the  University  is  enabled  to  make  a few  needed  re- 
pairs. And  there  is  another  department  in  which  an  ad- 
vance is  highly  desirable,  the  Department  of  Geology  and 
Paleontology.  At  present  the  professorship  of  Geology  is 
merged  with  the  professorship  of  Mining  Engineering,  and 
the  duties  of  the  double  professorship  make  original  in- 
vestigation well  nigh  impossible.  When  a professor  of 
Geology  can  be  appointed,  a further  investigation  of  the 
mineral  resources  of  the  state  can  be  undertaken  which  will 
more  than  repay  the  state  for  the  expense  of  the  professor- 
ship. Moreover,  work  could  be  done  in  our  rich  fossil  fields 
which  would  give  the  University  of  Wyoming  a national 
and  even  an  international  reputation.  Fossil  fields  which 
contain  the  remains  of  the  Jurassic  age  are  very  rare,  in- 
deed; but  Wyoming  is  rich  in  such  fossils.  Moreover,  if 
field  work  in  this  department  were  once  well  under  way  it 
would  be  practically  self-supporting,  for  without  retarding 
the  growth  of  our  museum  duplicate  fossils  could  be  sold 
for  considerable  sums. 

The  progress  which  I have  outlined  is  possible  in  the 
State  of  Wyoming  within  the  next  few  years.  We  can 
maintain  in  this  state  one  institution  of  high  university 
rank  and  keep  abreast  of  educational  progress.  The  future 
of  this  institution,  however,  depends  upon  two  things — 
(i)  the  continued  generosity  of  the  taxpayers,  and  (2)  the 


33 


highest  possible  economy  in  the  administration  of  all  avail- 
able funds.  Neighboring  states  give  far  more  for  higher 
education  than  the  State  of  Wyoming,  even  in  proportion 
to  population  and  wealth.  We  have  a quarter  of  a mill  tax 
for  running  expenses,  which  brings  to  the  University  an  an- 
nual income  of  a little  less  than  eleven  thousand  dollars. 
Colorado  devotes  an  entire  mill  to  her  higher  institutions  of 
learning.  That  is  to  say,  a citizen  of  Colorado  whose 
property  is  valued  at  $10,000  pays  four  times  as  much  for 
higher  education  as  the  citizen  of  Wyoming  whose  property 
has  the  same  valuation.  Nebraska  has  a levy  of  an  entire 
mill.  South  Dakota  has  no  mill  tax  for  higher  education, 
but  makes  an  annual  appropriation  of  $52,000  for  the  State 
University,  besides  contributing  to  a State  Agricultural 
College  and  a State  School  of  Mines.  Montana  makes  an 
annual  appropration  for  the  University  of  $44,000,  besides 
contributing  to  other  institutions  of  higher  learning.  In 
Idaho  the  last  Legislature  appropriated  $50,000  for  the  sup- 
port of  the  University,  besides  $43,000  for  buildings.  Utah 
gives  $54,000  annually  to  its  State  University,  besides  con- 
tributing to  the  support  of  an  Agricultural  College. 

The  Territory  of  Arizona  gives  to  its  University  two- 
fifths  of  a mill  tax,  and  Arizona  offers  for  us  a most  inter- 
esting comparison.  The  assessed  valuation  of  Arizona  is 
about  $45,000,000;  that  of  Wyoming  $43,000,000.  The 
University  of  Arizona  receives  from  the  United  States  gov- 
ernment exactly  the  same  as  does  the  State  of  Wyoming. 
The  number  of  students  reported  is  exactly  the  same.  But 
the  Territory  of  Arizona  gives  twice  as  much  to  higher 
education  as  Wyoming.  The  two-fifths  of  a mill  tax  in 
Arizona  amounts  to  about  $22,000.  The  quarter  of  a mill 
tax  in  Wyoming  amounts  to  a little  less  than  $11,000. 
Moreover,  the  University  of  Arizona  is  asking  from  this 
present  Legislature,  in  addition  to  the  regular  tax  levy  of 
two-fifths  of  a mill,  a special  appropriation  of  $12,700  for 
improvements.  The  people  of  Arizona  are  no  richer  than 


34 


the  people  of  Wyoming.  Surely  they  are  no  more  intelli- 
gent and  enlightened.  Shall  they  be  allowed  to  contribute 
more  generously  to  the  cause  of  higher  education  than  we? 

The  University  is  perhaps  the  most  important  institution 
appealing  for  state  support.  The  grounds,  buildings,  and 
equipment  are  now  worth  about  $350,000,  besides  the  Uni- 
versty  lands  and  the  lands  set  aside  for  the  Agricultural 
College.  So  much  money  is  already  invested  here  that 
sound  public  finance  demands  that  the  investment  be  at- 
tended to.  Nor  does  the  development  of  the  University  at 
present  demand  an  enormous  expenditure.  If  the  present 
tax  levy  were  raised  to  half  a mill  most  of  the  improvements 
which  I have  indicated,  except  the  stocking  of  the  Ex- 
periment Farm,  could  be  instituted  within  the  next  few 
years.  With  a half  mill  tax,  Wyoming  would  be  giving 
for  the  maintenance  of  higher  education  only  half  in  pro- 
portion to  wealth  of  what  is  given  in  Colorado  or  in  Ne- 
braska, about  the  same  as  is  given  in  Arizona  and  not  only 
less  absolutely,  but  less  in  proportion  to  wealth  than  is  given 
by  any  other  state  in  the  Union. 

Wyoming  is  certainly  able  to  provide  for  the  adequate 
development  of  one  institution  of  higher  education. 
Through  the  reasonable  generosity  of  the  taxpayers  and 
by  an  economic  administration  of  funds  the  future  of  this 
University  is  assured.  Wyoming  will  not  allow  herself  to 
drop  back  and  lag  along  in  the  rear  of  civilized  life.  I have 
confidence  in  the  enlightenment  and  generosity  of  the  tax- 
payers of  Wyoming,  and  I have  a consequent  faith  in  the 
future  of  this  institution.  It  is,  therefore,  with  pleasure 
that  I have  accepted  the  honor  of  the  presidency  and  have 
assumed  its  duties  with  confidence  and  high  hopes. 


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